Frankenberg, E., Garces, L., & Hopkins, M. (Eds.) (2016). School integration matters: Research-based strategies to advance equity. New York: Teachers College Press.

Gándara, P., & Hopkins, M. (Eds.). (2010). Forbidden language: English learners and restrictive language policiesNew York: Teachers College Press.

Journal Articles

Callahan, R. M., & Hopkins, M. (2018). Using ESSA to improve secondary English learners’ opportunities to learn through course taking. Journal of School Leadership, 27(5).

Spillane, J. P., Hopkins, M., & Sweet, T. (2017). School system educational infrastructure and change at scale: Teacher peer interactions and their beliefs about mathematics instruction. American Educational Research Journal. Advance online publication.

Hopkins, M., & Heineke, A. J. (2017). Teachers’ learning through culturally relevant literature: A cross-context study of teacher education for English learners. Teacher Education and Practice, 30(3), 501-522.

Vasquez Heilig, J., Romero, L., & Hopkins, M. (2017). Coign of vantage and action?: Considering California’s local accountability and school finance plans for English language learners. Education Policy Analysis Archives, 25(15).

Hopkins, M., Ozimek, D., & Sweet, T. M. (2017). Mathematics coaching and instructional reform: Individual and collective changeJournal of Mathematical Behavior, 46, 215-230. doi: 10.1016/j.jmathb.2016.11.003

Hopkins, M., Malsbary, C. B., & Morales, P. Z. (2016). Responsive federal policy for bi/multilingual students. The Education Law and Policy Review, 3, 31-57.

Spillane, J. P., Shirrell, M., & Hopkins, M. (2016). Designing and deploying a Professional Learning Community (PLC) organizational routine in an education system: Bureaucratic and collegial structures in tandem (and in tension?). Dossiers des Sciences de l’Education.

Hopkins, M. (2016). Beliefs in context: Understanding language policy implementation at a systems level. Educational Policy, 30(4), 573-605. [First published online in 2014.]

Brezicha, K., & Hopkins, M. (2016). Shifting the zone of mediation in a suburban new immigrant destination: Community boundary spanners and school district policymaking. Peabody Journal of Education. [Alphabetical order indicates equal authorship.]

Hopkins, M., Lowenhaupt, R., & Sweet, T. (2015). Organizing English learner instruction in new immigrant destinations: District infrastructure and subject-specific school practice. American Educational Research Journal, 52(3), 408-439.

Hopkins, M., & Spillane, J. P. (2015). Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers’ beliefs: Regulative, normative, and cultural-cognitive considerations. Journal of Educational Change, 16(4), 421-450.

Hopkins, M. & Woulfin, S. L. (2015). School system (re)design: Developing educational infrastructures to support school leadership and teaching practice. Journal of Educational Change, 16(4), 371-377. [Introduction to a guest-edited special issue.]

Spillane, J. P., Hopkins, M., & Sweet, T. (2015). Intra- and inter-school interactions about instruction: Exploring the conditions for social capital developmentAmerican Journal of Education, 122(1), 71-110.

Hopkins, M., & Spillane, J. P. (2014). Schoolhouse teacher educators: Structuring beginning teachers’ opportunities to learn about instructionJournal of Teacher Education.

Hopkins, M. (2013). Building on our teaching assets: The unique pedagogical contributions of bilingual teachers. Bilingual Research Journal, 36(3), 350-370.

Hopkins, M., & Heineke, A. J. (2013). Teach For America and English language learners: Shortcomings of the organization’s training model. Critical Education, 4(2), 18-36.

Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadershipThe Elementary School Journal, 114(2), 200-224.

Spillane, J. P., & Hopkins, M. (2013). Organizing for instruction in education systems and organizations: How the school subject mattersJournal of Curriculum Studies, DOI: 10.1080/00220272.2013.810783.

Hopkins, M., Martinez-Wenzl, M., Aldana, U. S., & Gándara, P. (2013). Cultivating capital: Latino newcomer young men in a U.S. urban high schoolAnthropology and Education Quarterly, 44(3), 286-303.

Hopkins, M., Thompson, K., Linquanti, R., Hakuta, K., & August, D. (2013). Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher, 42(2), 101-108.

Hopkins, M. (2012). Arizona’s teacher policies and their relationship with English learner instructional practiceLanguage Policy, 11(1), 81-99.

Orellana, M. F., García Sánchez, I., & Hopkins, M. (2011). Facilitating intercultural communication in parent-teacher conferences: Lessons from child translators. Multicultural Education, 13(3), 148-154.

Hopkins, M. (2008). Training the next teachers for America: A proposal for reconceptualizing Teach For AmericaPhi Delta Kappan, 89(10), 721-725. Condensed in Education Digest, 74(6) (Feb 2009), 4-10. Reprinted in The Norton field guide to writing with readings, 2nd Edition (Oct 2009).